Cognitive and Instructional Processes in History and the Social Sciences

ISBN-13: 9780805815658 / Angielski / Miękka / 1994 / 472 str.

Mario Carretero; James F. Voss

Opis

Emerging as the result of an international conference, this text aims to fill a gap in the study of how people learn and reason in the context of particular subject matter domains, and how instruction can be improved. The text focuses on history and the social sciences from a cognitive perspective.

Spis treści

Contents: Preface. J.F. Voss, M. Carretero, Introduction. Part I: Cognitive Developmental Processes. A. Furnham, Young People's Understanding of Politics and Economics. A.E. Berti, Children's Understanding of the Concept of the State. J. Delval, Stages in the Child's Construction of Social Knowledge. J. Torney-Purta, Dimensions of Adolescents' Reasoning about Political and Historical Issues: Ontological Switches, Developmental Processes, and Situated Learning. J. Linaza, Discussion of Chapters 2-5: Cognitive Development and Representation Processes in the Understanding of Social and Historical Concepts. Part II: Teaching and Instructional Processes in History. G. Leinhardt, C. Stainton, S.M. Virji, E. Odoroff, Learning to Reason in History: Mindlessness to Mindfulness. G.W. McDiarmid, Understanding History for Teaching: A Study of the Historical Understanding of Prospective Teachers. O. Hallden, Constructing the Learning Task in History Instruction. C.L. Hahn, Controversial Issues in History Instruction. A. Rosa, Dicussion of Chapters 6-9: What Do People Consume History For? (If They Do). Learning History as a Process of Knowledge Consumption and Construction of Meaning. Part III: Learning from History and Social Sciences Texts. I.L. Beck, M.G. McKeown, Outcomes of History Instruction: Paste-Up Accounts. C.A. Perfetti, M.A. Britt, J-F. Rouet, M.C. Georgi, R.A. Mason, How Students Use Texts to Learn and Reason about Historical Uncertainty. S.S. Wineburg, J. Fournier, Contextualized Thinking in History. M.J. Rodrigo, Discussion of Chapters 10-12: Promoting Narrative Literacy and Historical Literacy. Part IV: Complex Processes in History and Social Sciences. J. Wertsch, Struggling with the Past: Some Dynamics of Historical Representation. B. von Borries, (Re-)Constructing History and Moral Judgment: On Relationships Between Interpretations of the Past and Perceptions of the Present. M. Carretero, L. Jacott, M. Limon, A. Lopez-Manjon, J.A. Leon, Historical Knowledge: Cognitive and Instructional Implications. D. Kuhn, M. Weinstock, R. Flaton, Historical Reasoning as Theory-Evidence Coordination. J.F. Voss, M. Carretero, J. Kennet, L.N. Silfies, The Collapse of the Soviet Union: A Case Study in Causal Reasoning. A. Riviere, Discussions of Chapters 13-17: The Cognitive Construction of History.

O autorze

Mario Carretero, James F. Voss